Research On The Implementation Of Individual Responsibility On Cooperative Learning In Primary School Science Classroom

Cooperative learning has become a common mode in science classroom teaching,which plays an important role in promoting students’ teamwork spirit and cooperative ability,and contributes to students’ social learning and development.However,with the deepening of cooperative learning practice and research,researchers have found that there is a "social laziness effect" in the process of cooperative learning,that is,some individuals free in the process of cooperation and enjoy the benefits.True cooperation requires each member to take "individual responsibility",so as to promote their own learning and ability development on the one hand,and contribute to the completion of teamwork tasks on the other hand.Therefore,whether individual responsibility can be implemented in cooperative learning becomes an important factor affecting the effectiveness of scientific cooperative learning.Based on this,this study intends to explore the impact of implementing students’ individual responsibility on students’ learning in primary school science classroom cooperative learning,in order to provide a new perspective and path for teachers to better carry out cooperative learning in science classroom.By combing the existing literature,this study further clarified the importance of individual responsibility as one of the basic elements of cooperative learning,and found that the implementation of individual responsibility in cooperative learning will have a positive impact on students’ cognitive ability and non-cognitive ability.Social interdependence theory and constructivism theory provide the core theoretical basis for the study of individual responsibility in cooperative learning.Furthermore,this study takes two classes in Grade 5 of N Primary School as the experimental group and the control group respectively,adopts research methods such as observation method,questionnaire method,interview method and pen and paper test method,designs and uses scales such as individual responsibility scale,student noncognitive ability scale and student cognitive ability test,and chooses the chapter "heat transfer" as the teaching content to carry out a total of 6 class hours of teaching for students in the two classes.Among them,task allocation was carried out before cooperative learning in the experimental class to emphasize the implementation of individual responsibility,while no intervention was carried out in the control class.By comparing the learning performance of the experimental group and the control group,the following conclusions are drawn:(1)For primary school students,assigning group tasks before cooperative learning can effectively promote the implementation of individual responsibility;(2)Emphasizing the implementation of individual responsibility in cooperative learning can promote the improvement of students’ cognitive ability.Students in the experimental group have a far better cognition of knowledge than students in the control group,and this difference is particularly obvious when it comes to the understanding and application of knowledge;(3)Emphasizing the implementation of individual responsibility in cooperative learning can promote the improvement of students’ non-cognitive ability,which is mainly reflected in the three dimensions of students’ openness,extraversion and neuroticism.Based on the research results,this study puts forward the following suggestions for how to better implement cooperative learning in science classroom: First,teachers should understand the connotation of cooperative learning,select appropriate classroom experiments,and gradually cultivate students’ individual responsibility in cooperation;Secondly,explore multiple evaluation methods to make the evaluation of students’ cognitive ability and non-cognitive ability more perfect and accurate;Third,with the help of Internet technology and modern teaching platform,cooperative learning will become more orderly and transparent.